The Fred Jones Model

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The Fred Jones Model

• Presented by Jeff Riley, Judy Brown, and Angela
  Peterson

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Classroom Structure

• Teach classroom routines as carefully as you
  would teach any other lesson, with enough
  practice to produce correct performance.
• When you teach classroom routines, be an
  embodiment of the saying We are going to keep
  doing this until we get it right.
• Spend whatever time you need at the beginning of
  the semester teaching your routines to reduce
  wasted time during the remainder of the semester.

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Classroom Structure Continued

• Have Bell Work assignments for students as soon
  as they enter your classroom.
• Create chores for your students. The rule of
  chores is Never do anything for students that
  they are thoroughly capable of doing for
  themselves.

4
Room Arrangement

• Proximity and mobility, or working the crowd,
  will prevent many disruptions.
• Arrange the furniture in your classroom to create
  walkways so that you can move around the room
  easily.
• Have the students learn by doing, one step at a
  time, so that you can circulate among them to
  check their work.
• Make corrective feedback as brief as possible by
  focusing on the next step rather than on lengthy
  explanations.

5
Time Loss

• About 50 of classroom time is lost due to
  student misbehavior and being off task.
• 80 of lost time is due to talking without
  permission.
• 19 is lost to daydreaming, out of seat, making
  noises, etc.
• 1 is lost to more serious misbehavior.
• Most time loss can be avoided by systematically
  employing effective body language, incentive
  systems, and efficient individual help.

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Jones Model

• Effective Body language causes students to stop
  misbehavior without being costly in teacher time
  eye contact, facial expression, posture, signals
  and gestures, and physical proximity. Effective
  nonverbal acts typically stop misbehavior and
  avoid verbal confrontation.
• Positive instructional support. Students are
  motivated to complete work when teachers are able
  to move quickly from pupil to pupil praise,
  prompt, and leave and provide help efficiently.

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Jones Model Continued

• Incentive systems motivate students to start
  doing the right thing, maintain on-task behavior,
  and behave properly. An incentive is something
  the teacher can provide that students like so
  much that in order to get it they will work
  throughout the period/week/ month. Incentives
  like star, being dismissed first, having work
  displayed, grades, etc. motivate only the
  achieversothers have no realistic expectation
  and so, no motivation.
• Preferred activity time PAT can provide
  incentives for the entire class.

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References

• www.fredjones.com
• http//www.humboldt.edu/tha1/canter.html
• http//www.educationworld.com/a_curr/TM/WS_jones_p
  review.shtml